Content on The Water Cycle, Narrative empathy task
Learning Area(s): Visual Literacy
Unit Aim or Outcome:
LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment
Lesson Outcomes: RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts
WS2.9 Drafts, revises, proofreads and publishes we-structured texts that are more demanding in terms of topic, audience and written language features
WS.2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type
WS2.11 Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words
Resources: The Snow Flake: A Water Cycle Story - Waldman, N. 2003. The Snowflake - A Water Cycle Story. Millbrook Press.
The teacher is to do a shared reading of the book ‘The Snow Flake’. During this reading the teacher is to explicitly point out any terminology and vocabulary related to “Water Cycles” and is to add them to a vocabulary chart on a big poster at the front of the room which is visible to all students. After the reading, students are to test their knowledge by labelling a Water Cycle chart on the IWB using the program.
Teaching strategy/Learning Activity:
Students will ……
Teacher will…
Students are spit into pairs and given a photocopy of a particular month of the year to work with. They are to sit with their partner and to listen intently to the directions of the lesson at their desks.
In their groups students are given a scaffold of a narrative. Students contribute to the modelled narrative that the teacher does on the board.
Students are to use the scaffold and by using the month that they were allocated are required to write a narrative from the perspective on The Snow Fake that month on the butcher’s paper and use some vocabulary from the chart.
Teacher is to tell students that they will write a narrative on the journey of The Snow Flake from its perspective i.e. they are personifying The Snow Flake and through an entertaining means will be able to teach their peers about The Water Cycle. Teacher goes through a scaffold of a narrative:
Ø Orientation that sets the scene, mood and introduces the characters [When, Where, Who, What]
Ø Complication with a dilemma or problem that sets off the events [Problem that disrupts the normal life of the characters]
Ø Sequence of events triggered by the complication [Further complications?]
Ø Resolution that describes the final outcome [climax where the problem is resolved] The teacher is to model writing a narrative from the perspective of The Snow Flake during one of the months using the scaffold. The teacher is then to instruct students that they are to write a narrative in their pairs. The teacher is to assist students during the writing process and encourage students to use vocabulary and terminology that they have learnt.
Concluding strategy:
To conclude the lesson students are to present their narratives in the order of their months. This will further compliment their knowledge on the content of Water Cycles as well as assist them to engage interactively in the task and see what their peers have come up with.
Assessment:
Through observing students contribution to discussions when reading the book and contributions to the vocabulary chart
· Observe students during their group work
· Answers during the IWB task
· Use their narrative as a form of assessment
Any special considerations or contingency plans:
Teachers should pair more capable students with the ones that need assistance. For students that have need explicit assistance the teacher could take them in groups and do a shared writing task with them in groups.
As an extension activity the pairs could draw a scientific diagram to compliment their narrative and explain the concepts that their story depicts in a scientific manner. These students could also pair up with other students that have finished and draw their diagrams meaning they have to interpret the text of others which could be effective for testing their understanding.
Self-reflection
1. Did the students become engaged in the book?
2. Were they able to show they understood the concepts illustrated in the book through labelling the IWB chart?
3. Were students able to finish in time?
4. Did the modelling and scaffolding of the task help the students?
5. Was this method for introducing the Water Cycles more effective than by showing students a generic chart of a Water Cycle.
Unit Topic: The Water Cycle
Curriculum Link: Science and Technology, English
Yr Level: Stage 2
Lesson Number: 5/10
Lesson Topic: Visual grammar: diagrams
Learning Area(s): Visual literacy
Unit Aim or Outcome:
LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment
Lesson Outcomes:
To develop students understanding of the visual grammar in relation to decoding and creating water cycle diagrams.
TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. • explains simple phenomena briefly • participates in class discussions on a variety of topics • talks briefly to class after a group discussion on a current topic
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. • acts as reporter for group, summarising the main points of a discussion. • makes a ‘poster presentation’ or slide show using a prepared poster to guide talk
RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. • recognises the structure of a range of more complex text types, including visual text types • identifies types of visual information, eg map, chart, table, animation
WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. • recognises and discusses the organisational structure of a range of literary and factual texts, including visual texts.
Resources:
Diagram of Life Cycle of the Frog (enlarged to A3)
(8 sets) Photographs of:
- Clouds beginning to form in sunny sky
- Dark clouds about to rain
- Rain on mountains
- Puddles
- River
- Lake
- Ocean
- Evaporation
- Tree (transpiration)
Butcher’s paper, A3 paper (one per group), coloured pencils
Lesson Outline
Introduction:
Students have already completed work on the life cycle of a frog. Introduce diagram showing the lifecycle of the frog, and unpack the visual grammar, and on the board create a list of the different aspects of the visual literacy used by this type of diagram. In the list include: clear title, arrows (vectors), direction of movement (left to right, circular), use of colour (muted, representational), use of space (not one setting, condensed information), semi-naturalistic and semi-scientific subject matter, balanced layout, and use of labeling. Outline that we will be using this list in order to create our own diagrams of the Water cycle.
Ask students to consider where they might find these types of visual image, what its purpose is, and whether different people may interpret it in different ways.
Teaching strategy/Learning Activity:
Students will ……
Teacher will…
Divide into groups of four. Each group will have a set of photographs (minimum of 2 per student), some butcher’s paper, and an A3 sheet of paper.
Students devise ways to represent each photograph in a simplified and scientific manner, choosing a small range of colours to help convey the concepts, and selecting what to include in the background of the diagram (as outlined in worksheet). Each student is in charge of two photographs.
Students then map out which order they would like to show the concepts, keeping in mind the direction that the eye traditionally moves across the page.
Students then transfer their images to A3 paper when they agree with the format.
Students add arrows to their diagram to help show the flow and direction of movement.
Add labels to the diagrams, referring to the vocabulary wall.
Groups who have finished early should think of other contributors to the water cycle (e.g. houses consuming water, sewerage, treatment plants, etc).
Divide students into groups, and distribute resources.
Remind students to refer to the board to the list of visual grammar relevant to this type of diagram, as well as the vocabulary wall for the labeling.
Ask groups questions about the format of their diagrams, and encourage students to ask any questions regarding the task.
Remind students that the water cycle does not have one simple movement, but that concepts can be interlinked.
Ensure that groups who have finished early add further contributors to the water cycle.
Concluding strategy:
Each group presents their diagram to the rest of the class.
Teacher asks each student questions such as ‘demonstrate by pointing to your diagram where a raindrop could end up after moving through four stages in your water cycle?’ (e.g. rain, river, lake, ocean, sky), noting that there are multiple possible answers depending on the students’ diagram. This helps reinforce the different possible stages of the water cycle, while also testing that each student understands how their diagram conveys how water moves through the cycle.
Assessment:
- Observation of students’ participation in group work.
- Each student is allocated to two photographs to represent on their group’s diagram, so teacher can also individually assess the final product.
- Observe students’ answers while presenting their group’s diagram.
Any special considerations or contingency plans:
- Gifted and talented students
There is an extension to the activity that allows students to work beyond the resources, and to add extra concepts to their diagram.
- ESL students
There is not a high language demand, as the work is largely centred around diagrams. Students are encouraged to refer to the vocabulary board for the labeling part of the activity.
Self-reflection (anticipated self-questioning)
1. Did the Life Cycle of the Frog diagram assist students to create their own diagram of the Water Cycle?
2. Were all students engaged in the activities?
3. Did any students dominate or not contribute to group activities?
4. Were the activities too hard or too easy for any of the students?
5. Were students able to demonstrate an understanding of their finished product?
Unit Topic: The water cycle
Curriculum Link: Science and Technology, English
Yr Level: Stage 2
Lesson Number: 6/10
Lesson Topic: Writing an Explanation on the Water Cycle
Learning Area(s): Literacy/Grammar/ Explanations
Unit Aim or Outcome:
To develop students understanding on the structure and grammatical features of writing an explanation
====LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment==== *NOTE: THIS LESSON ASSUMES STUDENTS HAVE LEARNT ABOUT SEQUENCING CONNECTIVES PRIOR TO LESSON
Lesson Outcome:
Students will understand how to construct an explanation and be aware of the basic structure and grammatical features present in an explanation
Outcome:
WS2.10
Produces texts clearly, effectively and accurately, using the sentence structure,
grammatical features and punctuation conventions of the text type.
Indicators:
Grammar and Punctuation
-combines clauses by using a variety of conjunctions, e.g. when, because
-uses conjunctions to construct cause–effect relationships, e.g. so, if, but, because
Resources:
-BrainPOP video on Water Cycle -Interactive White Board + sentences to be displayed -Students workbooks -Sentences on paper -Scissors -Glue -Pencils
Lesson Outline
Introduction
Have students seated on the floor in front of the IWB
Play the BrainPOP video for students on the Water Cycle to remind students of the stages of the water cycle and to engage them in the task ahead. Then do the word wall activity as a class. This reminds students of word meanings for precipitation, condense, evaporate, water cycle and atmosphere.
Teaching strategy/Learning Activity:
Students will ……
Teacher will…
1. Students are seated on the floor in front of the IWB. They will think about what an explanation may be and where they have perhaps seen or read one.
2. Students will read the sentences displayed by the teacher as a class. They will recognise that the sequence of the water cycle is jumbled up and they have just watched a video on the water cycle.
3. Through teacher questioning, students should be able to decipher which sentence should come first. A volunteer will them come to the front of the class and use the IWB top move the sentence to its correct position. This will continue until the order is to the satisfaction of the class and teacher.
4. Students will then read the explanation as a class and realise that the sentences are not connected through teacher questioning. Students will focus on the first two sentences and think/pair/share with the person next to them how they could use sequencing connectives to improve those sentences. Students will then contribute their thoughts or listen as their classmates do.
5. Students sit at their desks, and with the person next to them, they cut and paste the sentences from the board into their workbooks in the correct order. As they do this, they are to add sequencing connectives, working from the word wall of connectives in the classroom.
1. Tell students we are going to be writing an explanation about the water cycle. Ask students what they think an explanation is. Give them the definition ‘explanations tell us how or why things occur in a scientific manner.’ Tell them we will be creating a sequential explanation because we are looking at how the water cycle works, not why.
2. Display seven sentences on the IWB about the water cycle, but jumbled up. Read the sentences as a class and ask students what is wrong if we are meant to be constructing a sequential explanation.
3. Ask students what sentence they think should come first. Have a student volunteer come up and click and drag the sentence to where it belongs. Repeat this until the class are happy with the order of the sentences.
4. Read the explanation as a class. Ask students if they think anything is missing. Ask students if the sentences link well to one another. Tell students that sequential explanations need time conjunctions and sequencing connectives to help the text flow. Have students refer to the word wall in the classroom of different types of sequencing connectives. Focus student’s attention to the first two sentences and ask them to think/pair/share with the person next to them what sequencing connectives they could use to join the two sentences. Ask for a few volunteers to share their thoughts.
5. Have students go to their desks and partner up with the person sitting next to them. Hand out the sentences to each pair and ask students to cut them out and paste them into the correct order in their workbooks, but this time they are to add in sequencing connectives to structure the explanation.
Concluding strategy:
Conclude the lesson by asking a few pairs to read out their explanation to the class. Ask the class to listen out for the sequencing connectives they hear, and at the end of the reading, ask the class to share the sequencing connectives they heard.
Assessment:
-Observation: Observe students as they participate in the lesson. The teacher should note who contributes, who picked up on what was wrong with the explanation whether the students were able to determine the correct order of the sentences. Observe as students think/pair/share; are students staying on task, do they understand why sequencing connectives are important in sequential explanations? Observe students as they work in pairs, whether they are listening to each other and using the word wall.
-Work samples: The teacher should collect the students explanations on the completion of the lesson and mark them, looking for the use of sequencing connectives and whether students went further and added their own sentences or used cause-and-effect conjunctions.
Any special considerations or contingency plans:
-Gifted Students
This lesson provides for gifted students as it leaves the end product of the sequential explanation quite open; students can focus solely on sequencing connectives, or they can delve further and develop their own sentences.
-ESL students
The lesson caters for ESL students as students do not have to construct their own explanation. They are given sentences on which to base their explanation which are put in sequential order as a class. Students are also working in pairs, ensuring ESL students are supported by their peers, and they are also supported with the word wall containing different types of connective words.
Self-reflection
1. Did the BrainPOP video help engage the class and remind them of the sequence of the water cycle for the following activity?
2. Was the lesson aimed at the student’s academic level, or did they need further scaffolding/assistance, or more advanced activities?
3. Are students aware of the purpose of explanations?
4. Were students able to structure the explanation using the correct sequencing connectives?
Unit Topic: The Water Cycle
Curriculum Link: Science and Technology, English
Year Level: Stage 2
Lesson Number: 7/10
Lesson Topic: How multimodal texts work
Learning Area(s): Multimodal texts
Unit Outcomes:
====LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment====
Lesson Outcome:
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
· Makes general statements about how visual texts such as diagrams enhance or detract from meaning
· Makes comparisons and identifies differences between text produced in different media
Ask students to sit at the front of the classroom. Tell students that they will be looking at texts which use a variety of modes such as audio, visual and written text to create meaning. Explain to students that texts which use a variety of modes are called ‘multimodal’ i.e. ‘many modes’. Explain to students that there are different types of multimodal texts such as electronic and written texts and give students examples e.g. a picture book, webpage. Ask students to think about different ways in which people can present information to an audience using a combination of modes and how they can help us understand the information being presented. Ask 2-3 students to give examples of different places they have seen multimodal texts being used and the different purposes they were used for. Ask them to explain why they think the different types of modes were used.
Show students a double page spread from the picture book “The Snow Flake: A Water Cycle Story” and ask them to describe the different types of modes used by the author to create meaning i.e. visual and written text. Ask students to explain whether the two modes used work together to create meaning and how they do this. Give students one minute to think-pair-share with the person sitting next to them about whether the same meaning would be conveyed to the reader if one of the modes was not used. Ask 2-3 students to discuss their thoughts.
Teaching strategy/Learning Activity:
Students will ……
Teacher will…
Students remain seated at front of classroom as teacher explains the activity to students. Students will be split up into pairs and given a worksheet each before being asked to sit at a computer with their partner.
Students will then open up the South East Water Interactive Water Cycle Game and will take turns reading the information presented describing the different stages of the water cycle. As they read the information on each stage of the water cycle, students will be given the chance to represent the process described by moving the various images such as clouds and rain to the appropriate place. This will allow students to clearly see how the written text is supported by still/moving images to show the process of the water cycle.
As students play the game, they will be asked to think about the purpose of this text and the different modes of meaning which have been used i.e. audio, visual and written text. Once each student in the pair has completed the game, they will complete their worksheet based on the modes used in this interactive game. Students will be required to think about whether the meaning from each mode matched in this text and how this was done. Students will be required to focus on the use of sound effects (rain, runoff), the use of colour and arrows showing the direction/movement of the stages of the cycle and how these images show the process of the water cycle as they are moving.
Explain the activity to students and demonstrate how to open the webpage they will be exploring using the interactive whiteboard.
Split students up into pairs and give each student a worksheet. Ask each pair to sit at a computer and open the Sydney East Water Interactive Water Cycle Game webpage.
As students complete worksheet, teacher will walk around the classroom assisting students and asking students questions to help them develop a greater understanding of the concept of ‘multimodal texts’ and how they work. Teacher will ask students to think about the combination of movement, sound and words used in this particular multimodal text and how this differs to what you would typically see in written texts.
Conclusion:
Ask students to return to the front of the classroom with their worksheets. Ask students to explain what the purpose of this interactive water cycle game was i.e. to inform us about the water cycle, and how the different modes used (audio, visual and written text) assisted in achieving its purpose. Ask 2-3 pairs of students to explain their findings on the use of sound, visual, written text and whether they worked together to help them create meaning, and if so, how they did this.
Assessment:
Observe students as they work cooperatively in pairs to complete the interactive water cycle game and their worksheets. Collect and mark worksheets completed by students to determine whether they have understood how multimodal texts work and the different types of modes which can be used to create multimodal texts.
Any special considerations or contingency plans:
Some students in the class require additional support with reading texts. Working in pairs will give all students the opportunity to participate in the lesson and communicate their ideas effectively. The teacher will also try to work with all students during the body of the lesson.
Self-reflection:
· Did students work cooperatively and fully participate in activities to achieve the intended outcomes?
· Where each of the activities appropriate for assisting students to fulfill the lesson outcomes?
· Were all students actively engaged in the lesson and participating in all activities?
· Did students have difficulties with any of the activities? If so, how could these activities be modified to increase the effectiveness of this lesson for the future?
· Was the time allocated to each of the activities sufficient? If not, how could you adjust some of the activities to ensure that adequate time is given to ensure students fully grasp the purpose?
· Were the resources well organised prior to commencing the lesson?
Unit Topic: The Water Cycle
Curriculum Link: Science and Technology and English
Yr Level: Stage 2
Lesson Number: 8/10
Lesson Topic: Storyboarding and aspect for a multimodal text
====LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment====
Lesson Outcome:
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
• listens to spoken presentations and responds appropriately
• acts as reporter for group, summarising the main points of a discussion.
• engages with the audience and uses appropriate body language when presenting
• plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
• uses some effective planning strategies
• contributes to joint text-construction activities
• selects relevant information to use in own writing
• uses illustrations and diagrams where relevant
Resources:
- Computers (one between a small group of 3-4)
- Internet access and PowerPoint
- Large butchers paper
- Textas
Lesson Outline
Introduction:
Talk to the students about different types of multimodal texts they could use to show what they know about the water cycle (eg, animation, claymation, powerpoint presentation etc.)
Introduce the idea of storyboarding, which allows the students to plan their multimodal text before creating it.
Explain that this lesson will focus on the visuals being used for the multimodal text focusing on the unit topic of the water cycle and that at the end of the lesson they will be reporting back to the class about their created storyboards.
Teaching strategy/Learning Activity:
Students will ……
Teacher will…
In their small groups, get a piece of butchers paper and some textas.
Students are to sketch/write their ideas for a multimodal text focused on the water cycle. They may write down ideas for text/voice but the main focus is on the visuals they will want to use. Draw on ideas learnt from visual literacy lessons.
Using their ideas move to a computer and listen to the instructions from the teacher.
Search internet (Google images, scientific sites based on the water cycle) for images or clips that could be used for their multimodal text. Don’t just use the first images found, search for images that correspond to the ideas/sketches made on the butchers paper.
Using PowerPoint sequence the images/clips in order and within the notes section of the PowerPoint slides write down the reasons these particular images/clips have been chosen in relation to the topic and visual literacy. Jot down ideas on transitions.
Divide students into small groups of 3-4. Once divided, provide paper and textas to students
Explain that the students must first draw their ideas for their multimodal text (mind map, flow chart etc.)
Get the students to move to a computer with their butchers paper, explain the steps to creating a storyboard.
1. Search internet for images/clips
2. Put those images in PowerPoint (one image/clip to a slide.)
3. Write reasons for using that picture in the ‘notes’ section of PowerPoint and ideas for transitions between the images.
Concluding strategy:
In small groups report back to the class by presenting the PowerPoint and briefly explaining how their multimodal text will flow when complete and how they are portraying meaning though and reasoning behind the images chosen.
Students can ask their peers questions in relation to the presentation they’ve just seen.
Assessment:
- Observation of the students collaborating in their groups and talking about the meanings they wish to portray through the use of visual literacy
- Observation of the students presenting their storyboards to the class and the questions the class ask the presenters.
- Work sample of the butchers paper to see if the students have accurately identified key themes, ideas that are appropriate for the multimodal text they will create
- Work sample of the PowerPoint storyboard they created shows sequential images and the explanations that go with them accurately describe the meaning they are attempting to portray and how.
Any special considerations or contingency plans:
When grouping, be mindful of the abilities of the students. Mixed ability groups will allow the extension-able students to assist students who may be struggling in their group, but with few members in the group, make it clear that all members must contribute.
Should any students complete the work early, have them put in extra notes of ideas they may have about voice/text they might include in their animation.
Assist any students who may be struggling; be prepared with known websites that they can draw upon to gain assistance.
Self-reflection:
- Were the students able to accurately recall previous lessons on visual literacy to use in the creation of the storyboards?
- Were the students engaged in the task?
- Were the students able to use PowerPoint effectively, or does there need to be explicit teaching on the use of PowerPoint?
- Were the instructions for the lesson clear and followed well?
Content on The Water Cycle, Narrative empathy task
LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment
Lesson Outcomes:
RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts
WS2.9 Drafts, revises, proofreads and publishes we-structured texts that are more demanding in terms of topic, audience and written language features
WS.2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type
WS2.11 Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words
The Snow Flake: A Water Cycle Story - Waldman, N. 2003. The Snowflake - A Water Cycle Story. Millbrook Press.
IWB program - http://exchange.smarttech.com/details.html?id=x7654153bea5042d18d12b781acb0dcfe
Jenny Eather – Scaffolding Web Page - www.writingfun.com
Butcher’s paper
Photocopies of each month for each group
Vocabulary Chart
The teacher is to do a shared reading of the book ‘The Snow Flake’. During this reading the teacher is to explicitly point out any terminology and vocabulary related to “Water Cycles” and is to add them to a vocabulary chart on a big poster at the front of the room which is visible to all students. After the reading, students are to test their knowledge by labelling a Water Cycle chart on the IWB using the program.
In their groups students are given a scaffold of a narrative.
Students contribute to the modelled narrative that the teacher does on the board.
Students are to use the scaffold and by using the month that they were allocated are required to write a narrative from the perspective on The Snow Fake that month on the butcher’s paper and use some vocabulary from the chart.
Teacher goes through a scaffold of a narrative:
Ø Orientation that sets the scene, mood and introduces the characters [When, Where, Who, What]
Ø Complication with a dilemma or problem that sets off the events [Problem that disrupts the normal life of the characters]
Ø Sequence of events triggered by the complication [Further complications?]
Ø Resolution that describes the final outcome [climax where the problem is resolved]
The teacher is to model writing a narrative from the perspective of The Snow Flake during one of the months using the scaffold.
The teacher is then to instruct students that they are to write a narrative in their pairs.
The teacher is to assist students during the writing process and encourage students to use vocabulary and terminology that they have learnt.
To conclude the lesson students are to present their narratives in the order of their months. This will further compliment their knowledge on the content of Water Cycles as well as assist them to engage interactively in the task and see what their peers have come up with.
Through observing students contribution to discussions when reading the book and contributions to the vocabulary chart
· Observe students during their group work
· Answers during the IWB task
· Use their narrative as a form of assessment
Teachers should pair more capable students with the ones that need assistance. For students that have need explicit assistance the teacher could take them in groups and do a shared writing task with them in groups.
As an extension activity the pairs could draw a scientific diagram to compliment their narrative and explain the concepts that their story depicts in a scientific manner. These students could also pair up with other students that have finished and draw their diagrams meaning they have to interpret the text of others which could be effective for testing their understanding.
1. Did the students become engaged in the book?
2. Were they able to show they understood the concepts illustrated in the book through labelling the IWB chart?
3. Were students able to finish in time?
4. Did the modelling and scaffolding of the task help the students?
5. Was this method for introducing the Water Cycles more effective than by showing students a generic chart of a Water Cycle.
LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment
To develop students understanding of the visual grammar in relation to decoding and creating water cycle diagrams.
TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
• explains simple phenomena briefly
• participates in class discussions on a variety of topics
• talks briefly to class after a group discussion on a current topic
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
• acts as reporter for group, summarising the main points of a discussion.
• makes a ‘poster presentation’ or slide show using a prepared poster to guide talk
RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
• recognises the structure of a range of more complex text types, including visual text types
• identifies types of visual information, eg map, chart, table, animation
WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used.
• recognises and discusses the organisational structure of a range of literary and factual texts, including visual texts.
Diagram of Life Cycle of the Frog (enlarged to A3)
(8 sets) Photographs of:
- Clouds beginning to form in sunny sky
- Dark clouds about to rain
- Rain on mountains
- Puddles
- River
- Lake
- Ocean
- Evaporation
- Tree (transpiration)
Butcher’s paper, A3 paper (one per group), coloured pencils
Students have already completed work on the life cycle of a frog. Introduce diagram showing the lifecycle of the frog, and unpack the visual grammar, and on the board create a list of the different aspects of the visual literacy used by this type of diagram. In the list include: clear title, arrows (vectors), direction of movement (left to right, circular), use of colour (muted, representational), use of space (not one setting, condensed information), semi-naturalistic and semi-scientific subject matter, balanced layout, and use of labeling. Outline that we will be using this list in order to create our own diagrams of the Water cycle.
Ask students to consider where they might find these types of visual image, what its purpose is, and whether different people may interpret it in different ways.
Students devise ways to represent each photograph in a simplified and scientific manner, choosing a small range of colours to help convey the concepts, and selecting what to include in the background of the diagram (as outlined in worksheet). Each student is in charge of two photographs.
Students then map out which order they would like to show the concepts, keeping in mind the direction that the eye traditionally moves across the page.
Students then transfer their images to A3 paper when they agree with the format.
Students add arrows to their diagram to help show the flow and direction of movement.
Add labels to the diagrams, referring to the vocabulary wall.
Groups who have finished early should think of other contributors to the water cycle (e.g. houses consuming water, sewerage, treatment plants, etc).
Remind students to refer to the board to the list of visual grammar relevant to this type of diagram, as well as the vocabulary wall for the labeling.
Ask groups questions about the format of their diagrams, and encourage students to ask any questions regarding the task.
Remind students that the water cycle does not have one simple movement, but that concepts can be interlinked.
Ensure that groups who have finished early add further contributors to the water cycle.
Each group presents their diagram to the rest of the class.
Teacher asks each student questions such as ‘demonstrate by pointing to your diagram where a raindrop could end up after moving through four stages in your water cycle?’ (e.g. rain, river, lake, ocean, sky), noting that there are multiple possible answers depending on the students’ diagram. This helps reinforce the different possible stages of the water cycle, while also testing that each student understands how their diagram conveys how water moves through the cycle.
- Observation of students’ participation in group work.
- Each student is allocated to two photographs to represent on their group’s diagram, so teacher can also individually assess the final product.
- Observe students’ answers while presenting their group’s diagram.
- Gifted and talented students
There is an extension to the activity that allows students to work beyond the resources, and to add extra concepts to their diagram.
- ESL students
There is not a high language demand, as the work is largely centred around diagrams. Students are encouraged to refer to the vocabulary board for the labeling part of the activity.
1. Did the Life Cycle of the Frog diagram assist students to create their own diagram of the Water Cycle?
2. Were all students engaged in the activities?
3. Did any students dominate or not contribute to group activities?
4. Were the activities too hard or too easy for any of the students?
5. Were students able to demonstrate an understanding of their finished product?
To develop students understanding on the structure and grammatical features of writing an explanation
====LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment====
*NOTE: THIS LESSON ASSUMES STUDENTS HAVE LEARNT ABOUT SEQUENCING CONNECTIVES PRIOR TO LESSON
Students will understand how to construct an explanation and be aware of the basic structure and grammatical features present in an explanation
WS2.10
Produces texts clearly, effectively and accurately, using the sentence structure,
grammatical features and punctuation conventions of the text type.
Grammar and Punctuation
-combines clauses by using a variety of conjunctions, e.g. when, because
-uses conjunctions to construct cause–effect relationships, e.g. so, if, but, because
-BrainPOP video on Water Cycle
-Interactive White Board + sentences to be displayed
-Students workbooks
-Sentences on paper
-Scissors
-Glue
-Pencils
Have students seated on the floor in front of the IWB
Play the BrainPOP video for students on the Water Cycle to remind students of the stages of the water cycle and to engage them in the task ahead. Then do the word wall activity as a class. This reminds students of word meanings for precipitation, condense, evaporate, water cycle and atmosphere.
2. Students will read the sentences displayed by the teacher as a class. They will recognise that the sequence of the water cycle is jumbled up and they have just watched a video on the water cycle.
3. Through teacher questioning, students should be able to decipher which sentence should come first. A volunteer will them come to the front of the class and use the IWB top move the sentence to its correct position. This will continue until the order is to the satisfaction of the class and teacher.
4. Students will then read the explanation as a class and realise that the sentences are not connected through teacher questioning. Students will focus on the first two sentences and think/pair/share with the person next to them how they could use sequencing connectives to improve those sentences. Students will then contribute their thoughts or listen as their classmates do.
5. Students sit at their desks, and with the person next to them, they cut and paste the sentences from the board into their workbooks in the correct order. As they do this, they are to add sequencing connectives, working from the word wall of connectives in the classroom.
2. Display seven sentences on the IWB about the water cycle, but jumbled up. Read the sentences as a class and ask students what is wrong if we are meant to be constructing a sequential explanation.
3. Ask students what sentence they think should come first. Have a student volunteer come up and click and drag the sentence to where it belongs. Repeat this until the class are happy with the order of the sentences.
4. Read the explanation as a class. Ask students if they think anything is missing. Ask students if the sentences link well to one another. Tell students that sequential explanations need time conjunctions and sequencing connectives to help the text flow. Have students refer to the word wall in the classroom of different types of sequencing connectives. Focus student’s attention to the first two sentences and ask them to think/pair/share with the person next to them what sequencing connectives they could use to join the two sentences. Ask for a few volunteers to share their thoughts.
5. Have students go to their desks and partner up with the person sitting next to them. Hand out the sentences to each pair and ask students to cut them out and paste them into the correct order in their workbooks, but this time they are to add in sequencing connectives to structure the explanation.
Conclude the lesson by asking a few pairs to read out their explanation to the class. Ask the class to listen out for the sequencing connectives they hear, and at the end of the reading, ask the class to share the sequencing connectives they heard.
-Observation: Observe students as they participate in the lesson. The teacher should note who contributes, who picked up on what was wrong with the explanation whether the students were able to determine the correct order of the sentences. Observe as students think/pair/share; are students staying on task, do they understand why sequencing connectives are important in sequential explanations? Observe students as they work in pairs, whether they are listening to each other and using the word wall.
-Work samples: The teacher should collect the students explanations on the completion of the lesson and mark them, looking for the use of sequencing connectives and whether students went further and added their own sentences or used cause-and-effect conjunctions.
-Gifted Students
This lesson provides for gifted students as it leaves the end product of the sequential explanation quite open; students can focus solely on sequencing connectives, or they can delve further and develop their own sentences.
-ESL students
The lesson caters for ESL students as students do not have to construct their own explanation. They are given sentences on which to base their explanation which are put in sequential order as a class. Students are also working in pairs, ensuring ESL students are supported by their peers, and they are also supported with the word wall containing different types of connective words.
1. Did the BrainPOP video help engage the class and remind them of the sequence of the water cycle for the following activity?
2. Was the lesson aimed at the student’s academic level, or did they need further scaffolding/assistance, or more advanced activities?
3. Are students aware of the purpose of explanations?
4. Were students able to structure the explanation using the correct sequencing connectives?
====LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment====
Lesson Outcome:
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
· Makes general statements about how visual texts such as diagrams enhance or detract from meaning
· Makes comparisons and identifies differences between text produced in different media
· Interactive Whiteboard
· 12 computers (computer lab)
· 24 copies of worksheet
· The Snow Flake: A Water Cycle Story
· South East Water Interactive Water Cycle Game - http://apps.southeastwater.com.au/games/education_kidsroom_wcactivity.asp
Ask students to sit at the front of the classroom. Tell students that they will be looking at texts which use a variety of modes such as audio, visual and written text to create meaning. Explain to students that texts which use a variety of modes are called ‘multimodal’ i.e. ‘many modes’. Explain to students that there are different types of multimodal texts such as electronic and written texts and give students examples e.g. a picture book, webpage. Ask students to think about different ways in which people can present information to an audience using a combination of modes and how they can help us understand the information being presented. Ask 2-3 students to give examples of different places they have seen multimodal texts being used and the different purposes they were used for. Ask them to explain why they think the different types of modes were used.
Show students a double page spread from the picture book “The Snow Flake: A Water Cycle Story” and ask them to describe the different types of modes used by the author to create meaning i.e. visual and written text. Ask students to explain whether the two modes used work together to create meaning and how they do this. Give students one minute to think-pair-share with the person sitting next to them about whether the same meaning would be conveyed to the reader if one of the modes was not used. Ask 2-3 students to discuss their thoughts.
Students will then open up the South East Water Interactive Water Cycle Game and will take turns reading the information presented describing the different stages of the water cycle. As they read the information on each stage of the water cycle, students will be given the chance to represent the process described by moving the various images such as clouds and rain to the appropriate place. This will allow students to clearly see how the written text is supported by still/moving images to show the process of the water cycle.
As students play the game, they will be asked to think about the purpose of this text and the different modes of meaning which have been used i.e. audio, visual and written text. Once each student in the pair has completed the game, they will complete their worksheet based on the modes used in this interactive game. Students will be required to think about whether the meaning from each mode matched in this text and how this was done. Students will be required to focus on the use of sound effects (rain, runoff), the use of colour and arrows showing the direction/movement of the stages of the cycle and how these images show the process of the water cycle as they are moving.
Split students up into pairs and give each student a worksheet. Ask each pair to sit at a computer and open the Sydney East Water Interactive Water Cycle Game webpage.
As students complete worksheet, teacher will walk around the classroom assisting students and asking students questions to help them develop a greater understanding of the concept of ‘multimodal texts’ and how they work. Teacher will ask students to think about the combination of movement, sound and words used in this particular multimodal text and how this differs to what you would typically see in written texts.
Ask students to return to the front of the classroom with their worksheets. Ask students to explain what the purpose of this interactive water cycle game was i.e. to inform us about the water cycle, and how the different modes used (audio, visual and written text) assisted in achieving its purpose. Ask 2-3 pairs of students to explain their findings on the use of sound, visual, written text and whether they worked together to help them create meaning, and if so, how they did this.
Observe students as they work cooperatively in pairs to complete the interactive water cycle game and their worksheets. Collect and mark worksheets completed by students to determine whether they have understood how multimodal texts work and the different types of modes which can be used to create multimodal texts.
Some students in the class require additional support with reading texts. Working in pairs will give all students the opportunity to participate in the lesson and communicate their ideas effectively. The teacher will also try to work with all students during the body of the lesson.
· Did students work cooperatively and fully participate in activities to achieve the intended outcomes?
· Where each of the activities appropriate for assisting students to fulfill the lesson outcomes?
· Were all students actively engaged in the lesson and participating in all activities?
· Did students have difficulties with any of the activities? If so, how could these activities be modified to increase the effectiveness of this lesson for the future?
· Was the time allocated to each of the activities sufficient? If not, how could you adjust some of the activities to ensure that adequate time is given to ensure students fully grasp the purpose?
· Were the resources well organised prior to commencing the lesson?
====LT S2.3 Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment====
Lesson Outcome:
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
• listens to spoken presentations and responds appropriately
• acts as reporter for group, summarising the main points of a discussion.
• engages with the audience and uses appropriate body language when presenting
• plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
• uses some effective planning strategies
• contributes to joint text-construction activities
• selects relevant information to use in own writing
• uses illustrations and diagrams where relevant
- Computers (one between a small group of 3-4)
- Internet access and PowerPoint
- Large butchers paper
- Textas
Talk to the students about different types of multimodal texts they could use to show what they know about the water cycle (eg, animation, claymation, powerpoint presentation etc.)
Show youtube clip of water cycle (found at http://www.youtube.com/watch?v=wF0E4Qgb8sQ) and explain that the children will be making an animation similar to this one.
Introduce the idea of storyboarding, which allows the students to plan their multimodal text before creating it.
Explain that this lesson will focus on the visuals being used for the multimodal text focusing on the unit topic of the water cycle and that at the end of the lesson they will be reporting back to the class about their created storyboards.
Students are to sketch/write their ideas for a multimodal text focused on the water cycle. They may write down ideas for text/voice but the main focus is on the visuals they will want to use. Draw on ideas learnt from visual literacy lessons.
Using their ideas move to a computer and listen to the instructions from the teacher.
Search internet (Google images, scientific sites based on the water cycle) for images or clips that could be used for their multimodal text. Don’t just use the first images found, search for images that correspond to the ideas/sketches made on the butchers paper.
Using PowerPoint sequence the images/clips in order and within the notes section of the PowerPoint slides write down the reasons these particular images/clips have been chosen in relation to the topic and visual literacy. Jot down ideas on transitions.
Explain that the students must first draw their ideas for their multimodal text (mind map, flow chart etc.)
Get the students to move to a computer with their butchers paper, explain the steps to creating a storyboard.
1. Search internet for images/clips
2. Put those images in PowerPoint (one image/clip to a slide.)
3. Write reasons for using that picture in the ‘notes’ section of PowerPoint and ideas for transitions between the images.
In small groups report back to the class by presenting the PowerPoint and briefly explaining how their multimodal text will flow when complete and how they are portraying meaning though and reasoning behind the images chosen.
Students can ask their peers questions in relation to the presentation they’ve just seen.
- Observation of the students collaborating in their groups and talking about the meanings they wish to portray through the use of visual literacy
- Observation of the students presenting their storyboards to the class and the questions the class ask the presenters.
- Work sample of the butchers paper to see if the students have accurately identified key themes, ideas that are appropriate for the multimodal text they will create
- Work sample of the PowerPoint storyboard they created shows sequential images and the explanations that go with them accurately describe the meaning they are attempting to portray and how.
When grouping, be mindful of the abilities of the students. Mixed ability groups will allow the extension-able students to assist students who may be struggling in their group, but with few members in the group, make it clear that all members must contribute.
Should any students complete the work early, have them put in extra notes of ideas they may have about voice/text they might include in their animation.
Assist any students who may be struggling; be prepared with known websites that they can draw upon to gain assistance.
- Were the students able to accurately recall previous lessons on visual literacy to use in the creation of the storyboards?
- Were the students engaged in the task?
- Were the students able to use PowerPoint effectively, or does there need to be explicit teaching on the use of PowerPoint?
- Were the instructions for the lesson clear and followed well?